Use jigsaw with attention to its practical challenges, drawing on the review's recommendations in the context of digital education¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review's authors close with implementable guidance for practitioners: they "discuss the challenges of jigsaw activities and the limitations of studies reviewed and conclude with practical recommendations in the context of digital education." This positions jigsaw implementation — including digitally mediated forms — as requiring attention to the challenges the review identifies, and directs educators and designers to the review's recommendations when deploying jigsaw activities in digital education settings.

Design Implications¶

Context¶

Requirements¶

• Attention to the challenges of jigsaw activities identified by the review

Constraints¶

• Findings vary depending on the academic subjects and psychosocial variables measured, so recommendations are qualified by subject and outcome

Target Learners¶

• Classroom learners across academic subjects
• Learners in digital education contexts

Target Learning Goals¶

• Academic performance
• Psychosocial outcomes such as intergroup relationships and self-evaluations

Affordances¶

• Jigsaw Classroom Cooperative Learning Method Theory

Claims¶

• The jigsaw classroom overall leads to positive effects, but findings vary depending on the academic subjects and psychosocial variables measured [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Eva Vives, Céline Poletti, Anaïs Robert, Fabrizio Butera, Pascal Huguet, et al.. (2024). Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later. Review of Educational Research. https://doi.org/10.3102/00346543241230064